The DOI matches its Crossref record; 122 of the 122 references it cites were found in a registry or an index; none of the 108 sources its claims cite is checked for support yet.
The role of ChatGPT in higher education: Benefits, challenges, and future research directions
Open accessAbstract
This paper examines the potential benefits and challenges of using the generative AI model, ChatGPT, in higher education, in the backdrop of the constructivist theory of learning. This perspective-type study presents five benefits of ChatGPT: the potential to facilitate adaptive learning, provide personalised feedback, support research and data analysis, offer automated administrative services, and aid in developing innovative assessments. Additionally, the paper identifies five challenges: academic integrity concerns, reliability issues, inability to evaluate and reinforce graduate skill sets, limitations in assessing learning outcomes, and potential biases and falsified information in information processing. The paper argues that tertiary educators and students must exercise caution when using ChatGPT for academic purposes to ensure its ethical, reliable, and effective use. To achieve this, the paper proposes various propositions, such as prioritising education on the responsible and ethical use of ChatGPT, devising new assessment strategies, addressing bias and falsified information, and including AI literacy as part of graduate skills. By balancing the potential benefits and challenges, ChatGPT can enhance students’ learning experiences in higher education.
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Claims the paper makes
72 Not checked yet · 25 Own interpretation
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By engaging students in conversation and encouraging them to participate in the learning process, ChatGPT can scaffold their prior knowledge and experiences to help them construct new knowledge.”
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“ChatGPT's logical algorithms that build new knowledge based on existing knowledge align with this approach (Hein, 1991).”
What the sources say
- Not checked yetcites Hein, 1991
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Incorporating ChatGPT into the assessment process can help students construct their knowledge actively.”
plainconditional- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“Additionally, ChatGPT's individualised feedback can support this process by building on their prior knowledge and experiences and providing personalised suggestions for further learning (Ippolito et al., 2022;Vygotsky, 1962).”
What the sources say
- Not checked yetcites Ippolito et al., 2022
- Not checked yetcites Vygotsky, 1962
plainconditional- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, it is clear that ChatGPT, as an AI-powered tool, has the potential to facilitate a constructivism learning experience for students by enabling them to explore and experiment with ideas, ask questions, and receive immediate feedback that allows them to construct their own understanding of knowledge.”
boostedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, the diagnostic feature of ChatGPT has the potential to serve as the MKO, providing diagnostic individualised (formative) feedback that helps students detect errors and guides them to improve successfully.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
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None of the sources cited for this claim have been checked yet.
In the paper
“By focusing on authentic assessments, in line with the constructivist theory (Wiggins, 1990), and allowing students to engage with topics they are genuinely interested in, ChatGPT can foster creativity and critical thinking skills (Rudolph et al., 2023a;Dennick, 2016).”
What the sources say
- Not checked yetcites Rudolph et al., 2023a
- Not checked yetcites Dennick, 2016
plainconditional- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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In the paper
“Large Learning Models (LLMs) such as ChatGPT provide a scaffolded approach to learning that is consistent with the constructivist theory of learning (Schunk, 2012).”
What the sources say
- Not checked yetcites Schunk, 2012
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“In higher education, large language models like ChatGPT have the potential to greatly assist researchers and students with various tasks, such as efficiently and effectively completing research and writing tasks, including text generation, language translation, and responding to academic queries (Dwivedi et al., 2023;Kasneci et al., 2023;Lund et al., 2023).”
What the sources say
- Not checked yetcites Dwivedi et al., 2023
- Not checked yetcites Kasneci et al., 2023
- Not checked yetcites Lund et al., 2023
hedgedconditional- Asserted: passes — The authors put it forward as true.
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In the paper
“Similar to tools like Leximancer (Smith & Humphreys, 2006), LLMs can also reliably conduct text analysis for sentiment analysis, pattern detection, and emotion detection (Dwivedi et al., 2023;Guo et al., 2023).”
What the sources say
- Not checked yetcites Dwivedi et al., 2023
- Not checked yetcites Guo et al., 2023
plaindirect- Asserted: passes — The authors put it forward as true.
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- Probably not a substantial claim. 24
- It may state two separate claims as one. 34
None of the sources cited for this claim have been checked yet.
In the paper
“Furthermore, recent studies have shown that GPT-3 can stimulate curiosity, enhance students' questionasking skills, and generate programming code explanations (Abdelghani et al., 2022;MacNeil et al., 2022).”
What the sources say
- Not checked yetcites Abdelghani et al., 2022
- Not checked yetcites MacNeil et al., 2022
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“It leverages deep learning and powerful algorithms to perform various language-related tasks, such as text generation, question answering, and translation, while comprehending the context to produce responses that resemble human language (Lund et al., 2023).”
What the sources say
- Not checked yetcites Lund et al., 2023
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“This feedback can help students detect errors and guide them towards successful improvement, making ChatGPT an effective”
What the sources say
- Not checked yetcites Geng & Razali, 2020
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“Generative Pre-trained Transformer (GPT), which was released by OpenAI (San Francisco, California) in 2018, is a type of Large Language Model (LLM) that aims to replicate human language processing capabilities (Cascella et al., 2023).”
What the sources say
- Not checked yetcites Cascella et al., 2023
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“OpenAI released the ChatGPT-3.5language model family in November 2022 and, subsequently, the ChatGPT-4 family in March 2023 (Skavronskaya et al., 2023).”
What the sources say
- Not checked yetcites Skavronskaya et al., 2023
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Large language models have become a subject of interest in higher education due to their extensive range of applications, especially as there are now other similar options, such as Bing Chat, Bard, and Ernie (Rudolph et al., 2023b).”
What the sources say
- Not checked yetcites Rudolph et al., 2023b
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“This chatbot can engage in coherent and contextually relevant conversations by responding based on its comprehension of the language and context of the prompts (Gilson et al., 2023;Pavlik, 2023).”
What the sources say
- Not checked yetcites Gilson et al., 2023
- Not checked yetcites Pavlik, 2023
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Academics acknowledge that ensuring the responsible integration of AI into education is critical (Fadel et al., 2019;Polak et al., 2022).”
What the sources say
- Not checked yetcites Fadel et al., 2019
- Not checked yetcites Polak et al., 2022
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Overall, incorporating ChatGPT in the learning process enables educators and students to benefit from personalised learning experiences, efficient and effective use of resources, and adaptive learning approaches that enhance the learning outcomes for all, consistent with the principles of constructivist theory (Bada & Olusegun, 2015;Stapleton & Stefaniak, 2019).”
What the sources say
- Not checked yetcites Bada & Olusegun, 2015
- Not checked yetcites Stapleton & Stefaniak, 2019
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Such LLMs can help conduct initial literature reviews, summarise research papers, generate draft versions of research papers (Rahman et al., 2023;Rudolph et al., 2023a), and even assist authors from non-English speaking backgrounds in overcoming language barriers (Gao et al., 2022).”
What the sources say
- Not checked yetcites Rahman et al., 2023
- Not checked yetcites Rudolph et al., 2023a
- Not checked yetcites Gao et al., 2022
plainconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“In the higher education sector, innovative assessment activities have gained a lot of attention because they assist students in getting involved with learning resources to think critically and have real learning experiences (Boud & Soler, 2016).”
What the sources say
- Not checked yetcites Boud & Soler, 2016
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, ChatGPT's ability to provide individualised feedback based on the constructivist theory of learning has significant potential to enhance the learning experience and promote successful learning outcomes.”
plainconditional- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“ChatGPT's research and analysis support, though currently at a basic level, has the potential to fundamentally impact research and higher education, depending on the quality of the prompts (Dwivedi et al., 2023).”
What the sources say
- Not checked yetcites Dwivedi et al., 2023
hedgedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Nevertheless, users should exercise caution as ChatGPT may be prone to hallucinations (Alkaissi & McFarlane, 2023) and fabricate references and quotes (Sallam, 2023;Shen et al., 2023).”
What the sources say
- Not checked yetcites Alkaissi & McFarlane, 2023
- Not checked yetcites Sallam, 2023
- Not checked yetcites Shen et al., 2023
hedgedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“ChatGPT can act as a research assistant, answering users' questions based on the related literature it has learned (Lin, 2023), and analysing data (Goel, 2020).”
What the sources say
- Not checked yetcites Lin, 2023
- Not checked yetcites Goel, 2020
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Automated administrative support through ChatGPT can use data and analytics to provide timely and personalised non-academic feedback to students, such as notifications about upcoming deadlines, reminders about incomplete tasks, and progress reports on completed tasks, based on individual needs and preferences.”
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While further research is needed to fully understand the potential of ChatGPT in the tertiary education sector, the constructivist theory of learning supports the use of ChatGPT for automated administrative support as it can facilitate active participation in learning, provide personalised feedback to students, and create a supportive learning environment.”
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“For academic staff, ChatGPT may be able to summarise and clarify student emails for administrative members to process more efficiently and generate personalised response templates for staff to address students' queries (Dwivedi et al., 2023).”
What the sources say
- Not checked yetcites Dwivedi et al., 2023
hedgedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“As indicated earlier, ChatGPT can provide individualised feedback based on the students' prompts, making learning a more rewarding experience (Bridges, 2009;Weldy & Turnipseed, 2010).”
What the sources say
- Not checked yetcites Bridges, 2009
- Not checked yetcites Weldy & Turnipseed, 2010
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“In contributing to a smart learning environment, ChatGPT can utilise big data and learning analytics to monitor student performance, predict success, and respond to students, including their emotional states, in real-time, resulting in personalised adaptive learning (PAL) that is consistent with constructivist theory (Peng et al., 2019;Rudolph et al., 2023a).”
What the sources say
- Not checked yetcites Peng et al., 2019
- Not checked yetcites Rudolph et al., 2023a
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The integration of ChatGPT can assist in creating a supportive learning environment for students by providing timely and accurate information, reducing administrative burdens, and presenting a cost-saving measure for higher education institutions.”
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“This provides a degree of efficiency and effectiveness, allowing for a synchronous interaction for students (Howlett, 2017;Okonkwo & Ade-Ibijola, 2021) and presenting a cost-savings measure for higher education institutions (Merelo et al., 2022).”
What the sources say
- Not checked yetcites Howlett, 2017
- Not checked yetcites Okonkwo & Ade-Ibijola, 2021
- Not checked yetcites Merelo et al., 2022
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is obvious that the implementation of advanced LLMs like ChatGPT has the potential to revolutionise the tertiary education sector by automating some elements of administrative support and providing a degree of efficiency and effectiveness.”
boostedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The conversational nature of LLMs such as ChatGPT facilitates the active construction of students' knowledge as they are continuously engaged with the task, encouraged to find patterns through a scaffolded approach (Stapleton & Stefaniak, 2019), and learn through experimentation and experience, which is an important part of knowledge generation (Rudolph et al., 2023a).”
What the sources say
- Not checked yetcites Stapleton & Stefaniak, 2019
- Not checked yetcites Rudolph et al., 2023a
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“AI applications like ChatGPT can provide accurate and efficient individualised feedback and automated grading, but users need to carefully check the outputs as they depend on the prompts (Rudolph et al., 2023a).”
What the sources say
- Not checked yetcites Rudolph et al., 2023a
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Furthermore, ChatGPT-generated text may contain factual biases due to biased training data, which could perpetuate misconceptions held by learners (Karim, 2023).”
What the sources say
- Not checked yetcites Karim, 2023
hedgedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“According to the constructivism learning theory, learning happens best when there are good interactions between the instructor and learner (Schuh, 2003).”
What the sources say
- Not checked yetcites Schuh, 2003
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is no secret that ChatGPT challenges ethical and equity practices in the higher education sector, as it potentially contradicts the constructivist theory of learning that emphasises active student participation and the construction of knowledge.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Rests on an assumption: Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
In the paper
“Using ChatGPT as a tool for exploration and inquiry, students can actively construct their own knowledge and meaning, reducing the likelihood of academic dishonesty, such as plagiarism or cheating (Keith, 2022).”
What the sources say
- Not checked yetcites Keith, 2022
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“ChatGPT can generate initial ideas for assessment design, create multiple-choice or short-answer questions for academics, and produce drafts of case studies or other assessments for further editing (Bridgeman et al., 2023;Liu & Bridgeman, 2023).”
What the sources say
- Not checked yetcites Bridgeman et al., 2023
- Not checked yetcites Liu & Bridgeman, 2023
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“Creating authentic learning experiences would require collaborative and consultative learning experiences (Muhajirah, 2020).”
What the sources say
- Not checked yetcites Muhajirah, 2020
hedgeddirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Passive shortcuts, potentially resulting in academic integrity breaches, hinder the active involvement of learners and hence impede learning.”
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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It may state two separate claims as one.
- Rests on an assumption: Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
In the paper
“Another challenge of ChatGPT is the acceptance of feedback provided by AI rather than human instructors, which is against the constructivist theory of learning that emphasises interactions and social collaboration in learning (Hein, 1991).”
What the sources say
- Not checked yetcites Hein, 1991
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
In the paper
“However, ChatGPT could impact students' ability to actively construct their own knowledge, as some students may have greater access to ChatGPT than others, resulting in a knowledge gap between students (Hein, 1991).”
What the sources say
- Not checked yetcites Hein, 1991
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The misuse of ChatGPT to create content instantly as a shortcut goes against the philosophy of constructivism and any learning theory, for that matter.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Rests on an assumption: Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Proposition 10 (P10): ChatGPT's ability to develop innovative and authentic student assessments depends on its focus on the work context and the students' existing knowledge.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
- Rests on an assumption: Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
In the paper
“It can also be integrated into assessment tasks, where students critique generated text or essays and build high-quality articles based on generated drafts, provoking students' existing mental models and developing critical thinking skills (Dennick, 2016).”
What the sources say
- Not checked yetcites Dennick, 2016
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“This technology can be integrated into innovative assessment activities, facilitating collaborative learning, scaffolding, real-time feedback, personalised learning, scalability, interactivity, and fostering knowledge creation and dissipation effectively (Kumar, 2021).”
What the sources say
- Not checked yetcites Kumar, 2021
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Proposition 12 (P12): The integration of ChatGPT in innovative assessment activities can promote critical thinking, problemsolving, and collaboration skills among students.”
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
- Rests on an assumption: Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
In the paper
“Furthermore, the learning environment includes social groups, instructional strategies, and a motivational atmosphere, to name a few (Zajda, 2021).”
What the sources say
- Not checked yetcites Zajda, 2021
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Although chatbot technology has shown positive influences on explicit reasoning, learning achievement, knowledge retention, and learning interest, studies have not yet demonstrated significant improvements in critical thinking, learning engagement, and motivation (Deng & Yu, 2023).”
What the sources say
- Not checked yetcites Deng & Yu, 2023
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Using ChatGPT to facilitate learning could lead to unethical and inequitable practices, destroying the spirit of learning (Hein, 1991).”
What the sources say
- Not checked yetcites Hein, 1991
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“However, the constructivist theory of learning suggests that learners actively develop knowledge for themselves through experiences and interactions with others rather than passively acquiring it through external tools like ChatGPT (Geary, 1995).”
What the sources say
- Not checked yetcites Geary, 1995
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, incorporating AI literacy as part of graduate skills could enhance graduates' employability and preparedness for the rapidly evolving job market.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Proposition 18 (P18): The use of ChatGPT in learning and assessment can impact the development of graduate skills, such as critical thinking and problem-solving.”
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Graduate skills, including critical thinking and problemsolving, communication, collaboration and teamwork, leadership, adaptability, digital literacy, global and cultural awareness, ethics, and professionalism, are essential for future professional and personal success (Abelha et al., 2020;Osmani et al., 2019;Oliver & de St Jorre, 2018; University of Adelaide, 2022; University of Sydney, 2022).”
What the sources say
- Not checked yetcites Abelha et al., 2020
- Not checked yetcites Osmani et al., 2019
- Not checked yetcites Oliver & de St Jorre, 2018
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This could also make it challenging to evaluate the effectiveness of group learning activities and assess students' ability to work collaboratively.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“However, the use of ChatGPT for assessment is a passive process and does not allow for social interaction, hindering students' ability to construct meaning through reflection on their experiences (Biggs, 2014).”
What the sources say
- Not checked yetcites Biggs, 2014
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The use of ChatGPT presents an opportunity to incorporate artificial intelligence literacy as part of graduate skills, preparing graduates for effective workplace application of large language models that may replace some existing jobs and create new ones (Cradle, 2023).”
What the sources say
- Not checked yetcites Cradle, 2023
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, the incorporation of these methods into the curriculum and assessment could promote the development of graduate skills beyond the use of ChatGPT alone.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
The paper relies on this without support.
LLMs like ChatGPT are ubiquitous in higher education.
“The ubiquity of LLMs like ChatGPT has prompted a reevaluation of assessment design, with a focus on fostering creativity, critical thinking, authenticity, practicality, and collaboration (Nieminen et al., 2022;Villarroel et al., 2018), aligning with the constructivist theory's emphasis on authentic and formative assessment (Wiggins, 1990;Black & Wiliam, 2009).”
The paper relies on this without support.
Constructivist learning theory is the appropriate framework for evaluating ChatGPT's role in higher education.
“The paper presented five challenges and five benefits of ChatGPT for the higher education sector in the backdrop of the constructivism learning theory (Figure 1).”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“However, this shift toward individual learning raises important considerations for business education, where teamwork and interpersonal skills are crucial for professional success [15].”
From Scaffolding Creativity: Integrating Generative AI Tools and Real-World Experiences in Business Education (2025) · cites this paper as [15]
The cited source says what the claim attributes to it.
In the citing paper
“The arrival of AI in education has potential to produce significant transformations in the teacher-student relationship [54].”
From New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution (2023) · cites this paper as [54]
The cited source says what the claim attributes to it.
In the citing paper
“The diverse learning trajectories observed in these cases illustrate how AI tools can facilitate non-linear, adaptive learning processes by enabling students to dynamically integrate new information with prior knowledge and external resources [15, 16].”
From Scaffolding Creativity: Integrating Generative AI Tools and Real-World Experiences in Business Education (2025) · cites this paper as [15]
In the citing paper
“ChatGPT has the potential to offer personalized learning experiences and support an effective learning process by providing students with customized feedback and explanations tailored to their needs and abilities”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [60]
In the citing paper
“Recent studies have brought to light the potential for students to exploit ChatGPT for academic dishonesty.”
From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [6]
In the citing paper
“The primary concern lies in the potential compromise to academic integrity presented by AI essay-writing systems, particularly ChatGPT.”
From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [6]
In the citing paper
“There is an apprehension that students might submit essays that do not authentically represent their work, thus contravening ethical standards within educational institutions [4,6].”
From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [6]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Evaluate graduate skill sets
“(Fosnot, 1996)”
§ References
“40. Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Constructivist theory of learning
“(Taber, 2011)”
§ References
“125. Taber, K. S. (2012). Constructivism as educational theory: Contingency in learning, and optimally guided instruction.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Adaptive learning
“(White et al., 2014;Kasneci et al., 2023)”
§ References
“139. White, P. J., Larson, I., Styles, K., Yuriev, E., Evans, D. R., Rangachari, P. K., Short, J. L., Exintaris, B., Malone, D. T., Davie, B., Eise, N., McNamara, K., & Naidu, S. (2016).”
Citations
Cites
Yaşlı Kadınlarda Üreme Sağlığı
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ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · doi:10.35542/osf.io/5er8f · Cited by 7,552
ChatGPT for good? On opportunities and challenges of large language models for education
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“LLMs like ChatGPT can also be incorporated into assessment tasks as text-generators, with students tasked to critically evaluate the generated output (Monash University, 2023).”
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Cited by
Sorted by citations
Items 301–400 of 566
The AI-empowered Researcher: Using AI-based Tools for Success in Ph.D. Programs
Kitzie, V., Wan, Y., Alsaid, M., Berkowitz, A. E., Herdiyanti, A., & Penrose, R. B. (2024) · Proceedings of the ALISE Annual Conference · doi:10.21900/j.alise.2024.1710 · Cited by 6
Cabuquin, J. C., Acidre, M. A. S. T., Manabat, M. A. A., Aruta, M. G. H., Sangutan, J., & Yu, R. F. B. (2024) · Salud Ciencia y Tecnología - Serie de Conferencias · doi:10.56294/sctconf2024.1205 · Cited by 15
Stroud, R., & Du, J. (2025) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2025.8.2.7 · Cited by 9
Oliver, W. H. (2024) · Verbum et Ecclesia · doi:10.4102/ve.v45i1.3170 · Cited by 6
“Rasul et al. (2023:1) have identified five benefits of ChatGPT: • It can facilitate adaptive learning.”
InfluentialHarnessing Predictive Analytics for Workforce Optimization in a Transhuman Age
Sharma, K. D., & Chahal, B. P. S. (2024) · Advances in human resources management and organizational development book series · doi:10.4018/979-8-3693-7668-3.ch015 · Cited by 5
The Impact of AI Use in Programming Courses on Critical Thinking Skills
Clarke, C. J. S. F., & Konak, A. (2025) · Journal of Cybersecurity Education Research and Practice · doi:10.62915/2472-2707.1220 · Cited by 5
Maphalala, M. C. (2025) · South African Journal of Education · doi:10.15700/saje.v45ns1a2675 · Cited by 6
Mahadewi, M. P., Aysya, A. A. A., Sofiyani, Z., & Fahmi, F. (2025) · International Journal of Advances in Data and Information Systems · doi:10.59395/ijadis.v6i1.1350 · Cited by 10
“Several studies highlight the significance of incorporating AI literacy as part of graduate skills to prepare students for the 21st-century job market in an ever-evolving world shaped by AI [11], [19], [24].”
InfluentialThe Power and Perils of AI-Driven Assessment in Higher Education
LaFrance, J. A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7873-1.ch010 · Cited by 4
Essien, A. E., Crawford, J., & Kremantzis, M. D. (2025) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2025.8.2.5 · Cited by 5
Karayianni, I., Klidas, A. K., & Karakitsou, C. (2025) · TechTrends · doi:10.1007/s11528-025-01124-7 · Cited by 8
Shu, J., Kou, H., Zhang, J., Zhang, T., Zhang, H., Xu, T., & Zhou, Y. (2025) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste64638.2025.11091997 · Cited by 4
“As an innovative solution [4][5], Artificial Intelligence Generated Content (AIGC) has emerged as a focal point of research [6][7][8].”
Sung, W., & Thomas, C. L. (2025) · Social Psychology of Education · doi:10.1007/s11218-025-10108-7 · Cited by 9
“One representative tool of Open AI is the Generative Pre-trained Transformer (GPT), known as ChatGPT, an AI-driven conversational agent tool that was released in November 2022 (Caratiquit & Caratiquit, 2023; Rasul et al., 2023; Skavrons-kaya et al., 2023).”
Sun, Y., Yu, H. K., Keung, J., Cao, Y., & Liao, Y. (2025) · IEEE Annual International Computer Software and Applications Conference (COMPSAC) · doi:10.1109/compsac65507.2025.00024 · Cited by 4
“ChatGPT’s language understanding and context-handling capabilities enable more nuanced sentiment detection and dynamic refinement of feedback templates, making it well-suited for managing complex feedback and adapting to evolving patterns in student input [11], [12].”
Jahani, M., Baruah, B., & Ward, T. J. (2025) · Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE) · doi:10.1109/eaeeie65428.2025.11136724 · Cited by 4
Effectiveness of Generative AI Tools in Computer Science and Engineering Education
Waqas, M., Hasan, S., & Ali, A. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00525-2 · Cited by 6
Wani, T. A., Liem, M. K., Prasad, N., Robinson, K. M., Nexhip, A., Tassos, M., Gjorgioski, S., Khan, U. R., Boyd, J., & Riley, M. M. (2026) · JMIR Medical Education · doi:10.2196/82988 · Cited by 4
Ofem, U. J., Asuquo, E. N., Akeke, M. N. G., Idung, J. U., Anake, P. M., Ajuluchukwu, E. N., Ene, E. I., Amanso, E. O. I., Edam-Agbor, I. B., Okute, A. L., et al. (2024) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2024.7.2.10 · Cited by 9
Navigating New Norms: ChatGPT's Integration and Its Critical Reception in Higher Education
Yaacob, Y., Mahmud, M. M., Nagasundram, U., Mustamam, N. I., Ahmad, R., & A’seri, M. S. M. (2024) · International Conference on Education Technology and Computer · doi:10.1145/3702163.3702411 · Cited by 5
“Meanwhile, Rasul [29] also highlighted the potential for biases in the information provided by ChatGPT.”
Leveraging higher education for economic development
Chen, L., & Dong, X. (2025) · Finance research letters · doi:10.1016/j.frl.2025.107167 · Cited by 4
Huang, D.-P., & Katz, J. E. (2025) · Big Data and Cognitive Computing · doi:10.3390/bdcc9040078 · Cited by 6
“GenAI is uniquely positioned to support learning game design through its ability to process vast amounts of data, generate novel content, and adapt dynamically to learners’ needs [19,20].”
ChatGPT and Generative AI in Educational Ecosystems
Haidar, A. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-1536-1.ch004 · Cited by 4
Sánchez-Reina, J. R., Theophilou, E., Hernández‐Leo, D., & Ognibene, D. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-67351-1_26 · Cited by 5
“Advocates see on ChatGPT unprecedented opportunities to enhance the educational experience by providing personalized learning, instant access to information, and fostering critical thinking skills [9, 23].”
BackgroundLe, T. T. H. (2024) · Proceedings of the AsiaCALL International Conference · doi:10.54855/paic.24612 · Cited by 5
Advantage of Using AI In Education to Enhance Learning: Review and Analysis
Panjabi, R., Al-Sa’di, A., & Ahmad, E. N. (2024) · DMIHER International Conference on Artificial Intelligence in Healthcare, Education and Industry (IDICAIHEI) · doi:10.1109/idicaiei61867.2024.10842853 · Cited by 6
Generative AI-Driven Chatbot for Personalized University Information and Assistance
Joshi, D., Tekade, S., Zanzane, S., Sakharwade, D., Tripathi, A., & Tiwadi, S. (2024) · International Conference on Artificial Intelligence and Quantum Computation-Based Sensor Application (ICAIQSA) · doi:10.1109/icaiqsa64000.2024.10882421 · Cited by 6
ÜNAL, D. Ö., ERDEM, Z. Ç., & Şahin, Z. G. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13461-4 · Cited by 5
Implications and Considerations of AI-Generative Tools for Higher Education Practices
Em, S., Mok, S., Sam, R., Pen, D., & Serey, M. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7873-1.ch011 · Cited by 4
Beyond ChatGPT: A Hybrid Chatbot Model for Reliable Educational AdministrationPreprint
Al-Jaf, K., Öz, C., & Rashid, T. A. (2024) · Preprints.org · doi:10.20944/preprints202410.0276.v1 · Cited by 4
Empowering Higher Education with ChatGPT: Innovating University Instructional Design
Martino, V. D., Falzone, Y., Gülbay, E., Marca, A. L., Leone, A., Longo, L., & Carlo, D. R. D. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-67351-1_27 · Cited by 3
ChatGPT na Universidade de Perugia: Potencializando a Interação entre Docentes e Discentes
Brognoli, P. C., & Rodrigues, M. B. (2025) · Encontros Bibli Revista Eletrônica de Biblioteconomia e Ciência da Informação · doi:10.5007/1518-2924.2025.e102135 · Cited by 3
Tran, H. V., Phuong, L. V. T., Cong, Q. N., & Tam, N. T. L. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2511238 · Cited by 3
“…have highlighted several benefits of integrating ChatGPT into learning activities, such as improved understanding of programming syntax and algorithms through on-demand explanations and enhanced problem-solving support with code examples and debugging assistance (Oranga, 2023; Rasul et al., 2023).”
ChatGPT perceptions, experiences, and uses with emphasis on academia
Ali, H. B., Ali, D., Fatemi, Y., & Bharadwaj, S. S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1559509 · Cited by 5
Mesterséges intelligencia a felsőoktatásban
Nagy, J. T., Rajki, Z., & Dringó-Horváth, I. (2025) · Iskolakultúra · doi:10.14232/iskkult.2025.7.3 · Cited by 5
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Effects of Generative AI Tools On Students’ Critical Thinking: A Three-Level Meta-Analysis
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Pervasive Chatbots: Investigating Chatbot Interventions for Multi-Device Applications
Olapade, M., Hasanli, T., Ottun, A.-R. O., Akintola, A., Liyanage, M., & Flores, H. (2024) · ACM Conference on User Modeling, Adaptation and Personalization (UMAP) · doi:10.1145/3627043.3659570 · Cited by 3
The Effect of ChatGPT on Education in the UAE
Alnahhal, M. J., Alali, H., & Alshamsi, R. (2024) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v19i06.49799 · Cited by 3
Harnessing Computational Intelligence for Educational Transformation
Reddy, C. K. K., Chintalapalli, A., & Nag, A. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-8151-9.ch006 · Cited by 3
Redefining Learning in the Digital Age
Baek, E.-O., Wilson, R. V., & Liu, C. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-6130-6.ch006 · Cited by 3
Miranda, J. P. P., Bansil, J. A., Fernando, E. Q., Gamboa, A. B., Hernandez, H. E., Cruz, M., Dianelo, R. F. B., Gonzales, D., & Penecilla, E. (2024) · International Conference on Technology Innovation and Its Applications (ICTIIA) · doi:10.1109/ictiia61827.2024.10761175 · Cited by 7
“It could change industries by taking over creative tasks and making work more efficient and productive [5], [7]–[9].”
Eragamreddy, N. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-9511-0.ch006 · Cited by 3
Peña, C. S., Ramos, J. M. H., & González-Palomo, I. G. (2025) · Vinculatégica EFAN · doi:10.29105/vtga11.1-1006 · Cited by 4
A ‘snapshot’ of engineering practitioners views of ChatGPT-informing pedagogy in higher education
Murray, M. D., Maclachlan, R. J. R., Flockhart, G. M. H., Adams, R., Magueijo, V., Goodfellow, M., Liaskos, K. B., Hasty, W., & Lauro, V. (2025) · European Journal of Engineering Education · doi:10.1080/03043797.2025.2492736 · Cited by 3
Çankaya, G. Z. E., Kurgun, H., Aktaş, E., & Kurgun, A. (2024) · Uluslararası Sosyal ve Ekonomik Çalışmalar Dergisi · doi:10.62001/gsijses.1480930 · Cited by 5
Younes, Z. B. B., Hassan, I., Umar, M. M., Mustafa, N. H., Abdullah, A. T. H., & Azmi, M. N. L. (2024) · Arab World English Journal · doi:10.24093/awej/call10.1 · Cited by 4
“While the possible challenges have been explored in specific contexts (e.g., Ali, 2023; Rasul et al., 2023), the strategies of using ChatGPT in students’ writing tasks have only been hinted at in few previous studies (e.g., Baskara, 2023; Mondal & Mondal, 2023).”
BackgroundMethodResultInfluentialde Oliveira, E. G., & de Classe, T. M. (2024) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2024.242252 · Cited by 3
Coetzer, Z., & Aardt, P. V. (2024) · International Journal of Critical Diversity Studies · doi:10.13169/intecritdivestud.6.2.00151 · Cited by 3
“While Rasul et al. (2023, p. 10) contend that while ChatGPT can provide assistance in idea generation, which can possibly enrich students’ experience of learning, they are particularly concerned about ChatGPT’s conceivable inability to enhance skills needed by graduates, especially if students use…”
La vida online, la inteligencia artificial y su lectura pedagógica
Pattier, D., & Duarte, S. R. (2025) · Márgenes Revista de Educación de la Universidad de Málaga · doi:10.24310/mar.6.1.2025.20784 · Cited by 4
The Analysis of AI Based Algorithms in Personalized and Adaptive E-learning Experiences
Kumar, A., & Srivastava, S. (2024) · International Conference on IoT, Communication and Automation Technology (ICICAT) · doi:10.1109/icicat62666.2024.10923335 · Cited by 3
English-Major Master's Students Regarding the Use of ChatGPT in Learning Research Writing at IUH
Truong, T. A. A., Le, H. K. N., & Nguyen, V. H. Q. (2025) · International journal of AI in language education. · doi:10.54855/ijaile.25216 · Cited by 3
How well can LLMs grade essays in Arabic?
Ghazawi, R., & Simpson, E. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100449 · Cited by 9
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Aithal, P. S., & Aithal, S. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4729191 · Cited by 4
Gopal, S., Toshniwal, D., Kaufman, L., Deyle, E. R., & Pitts, J. (2024) · Research Square · doi:10.21203/rs.3.rs-4132837/v1 · Cited by 3
Orogun, O., Ogungbe, L., Ajani, A. A., Adegboye, N., & Ogunsola, O. (2024) · European Journal of Contemporary Education and E-Learning · doi:10.59324/ejceel.2024.2(5).03 · Cited by 6
A Review on Conversational AI as a Tool in Academic Writing
Demiröz, H., & Tıkız‐Ertürk, G. (2025) · Eskiyeni (Online)/Eskiyeni · doi:10.37697/eskiyeni.1565854 · Cited by 6
Filho, L. C. P., de Souza, T. D. P. C., & de Paula, L. B. (2025) · Revista Brasileira de Informática na Educação · doi:10.5753/rbie.2025.4477 · Cited by 3
Factors Affecting the Acceptance of ChatGPT: A Study of Malaysian University Students
Barry, M., & Haque, A. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83708-724-220251001 · Cited by 2
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Routledge, A. J. (2025) · Ethics and Information Technology · doi:10.1007/s10676-025-09869-8 · Cited by 2
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Pouratashi, M. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2596255 · Cited by 2
Students’ Perspectives on the Educational Benefits of ChatGPT: A Quantitative Exploration
Sohi, D. K., & Kapoor, V. (2025) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/ijtei.112.2025.21927 · Cited by 4
Feng, F., Zhu, R., Wu, C., Wei, J., Huang, T., & Wang, M. (2025) · SAGE Open · doi:10.1177/21582440251406744 · Cited by 2
“Among Chinese postgrad-uates, GenAI tools such as ChatGPT and DeepSeek are widely used to improve linguistic accuracy, writing fluency, and research productivity (Anderson et al., 2025; Rasul et al., 2023).”
Benefits and Ethical Implications of Using Generative AI in PhD Students' Research Activities
Gonçalves, B. F. (2026) · Lecture notes in networks and systems · doi:10.1007/978-3-032-10731-2_11 · Cited by 2
Transforming higher education: ChatGPT as a tool for enhanced communication and collaboration
Yamson, G. C., Agbamey, J. S., Yamson, E. D., Gyampo, A. E., Nyarko, J., & Asiamah, T. A. (2026) · Artificial Intelligence in Education · doi:10.1108/aiie-03-2025-0061 · Cited by 3
The Impact of a GenAI Integration on First-Year Engineering Students' Programming Outcomes
Das, U. K., Yates, M. S., Bloch, K. A., Hagan, L., Thomas, E. L., Gatos, G., Rajkumar, A. K., Valavala, B., Franco, S., Divvela, S. K., et al. (2025) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie63693.2025.11328708 · Cited by 2
“It can adapt to individual needs through Q&A [11], which can improve engagement, motivation, and learning by connecting previous knowledge [12], [13].”
Use of ChatGPT as a supplemental learning tool in mathematics
Sosas, M. R. D., Fat, A. F. G., Dangculos, J. M. M., Anoba, H. R. P., Remiscal, C. G., & Aleguen, J. M. (2026) · Contemporary Mathematics and Science Education · doi:10.30935/conmaths/17989 · Cited by 6
“These contributions provide a foundation for future studies to critically explore AI adoption in mathematics education and inform teacher preparation programs on how to guide ethical, effective, and pedagogically sound use of emerging AI tools.”
Assurance by design: embedding the SAGE Defend step in AI-integrated higher education assessment
Elkhodr, M., & Gide, E. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1872630 · Cited by 2
إمام, ر. م. ا. (2023) · مجلة کلية السياحة والفنادق - جامعة مدينة السادات · doi:10.21608/mfth.2023.327915 · Cited by 2
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Hương, L. T., & Ahmad, W. A. B. W. (2024) · Lecture notes in educational technology · doi:10.1007/978-981-97-4507-4_76 · Cited by 2
Oyelakun, O. B., & Oluseyanu, O. (2024) · International Journal of Scientific Research and Management (IJSRM) · doi:10.18535/ijsrm/v12i07.em14 · Cited by 3
“ChatGPT, which is driven by the combination of language processing and machine learning, is an innovative technology that has made its way into education institutions (Rasul et al., 2023).”
BackgroundThe Use and Effects of ChatGPT in Tourism Education
Yaşar, E., Öztürk, İ., Yayla, E., & TÜR, E. (2024) · Advances in systems analysis, software engineering, and high performance computing book series · doi:10.4018/979-8-3693-3033-3.ch007 · Cited by 2
Exploring the Impacts of Implementing Block Mode of Teaching in Higher Education
Trinh, N. T. T., Ghapanchi, A. H., & Purarjomandlangrudi, A. (2024) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v19i06.49229 · Cited by 2
Artificial Intelligence and Admissions to Health Professions Educational Programs
Lewis, L. S., Hartman, A. M., Brennan‐Cook, J., Felsman, I. C., Colbert, B., Ledbetter, L., & Gedzyk‐Nieman, S. A. (2024) · Nurse Educator · doi:10.1097/nne.0000000000001753 · Cited by 2
“30 All but one article was published by authors based in the United States, the exception was from Canada.”
Pesce, M., & Blanco, D. F. (2024) · European Journal of Education Studies · doi:10.46827/ejes.v11i12.5687 · Cited by 4
Digital Nudge Alerts: Fact-Checking Generative AI Responses
Lee, C. S., Lim, K. K., Lee, H., & Goh, D. H. (2024) · Lecture notes in computer science · doi:10.1007/978-981-96-0865-2_21 · Cited by 2
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Ahluwalia, R., & Ahuja, D. (2025) · Advances in environmental engineering and green technologies book series · doi:10.4018/979-8-3693-7483-2.ch016 · Cited by 2
Navigating the Future of Education in Critical Thinking and AI in Digital Citizenship
Valenzuela, J. M. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-9015-3.ch014 · Cited by 2
The Impact of AIGC on Modern Education: Transforming Learning and Teaching Methods
Cheng, Y., & Wang, T. (2024) · International Conference on Intelligent Education and Intelligent Research (IEIR) · doi:10.1109/ieir62538.2024.10959761 · Cited by 2
“However, public evaluations of these developments have been varied and mixed [4].”
Hao, Z., Qin, F., Jiang, J., Cao, J., Yu, J., Liu, Z., & Zhang, Y. (2025) · Proceedings. · doi:10.22318/icls2025.935562 · Cited by 2
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“Video presentations aid in developing innovative assessments, contributing to a more engaging learning environment [29].”
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WITHDRAWN: Detecting ChatGPT in published documents: Chatbot catchphrases and buzzwords
Ciaccio, E. J. (2024) · Informatics in Medicine Unlocked · doi:10.1016/j.imu.2024.101516 · Cited by 3
RetractedBridging ancient wisdom and modern management: Enhancing I Ching learning with ChatGPT
Leung, C. H., & Chan, W. T. Y. (2024) · Asian Journal of Contemporary Education · doi:10.55493/5052.v8i1.5028 · Cited by 1
“ChatGPT can offer dynamic instructional support and feedback to students based on their learning needs and optimize their learning paths (Rasul et al., 2023).”
BackgroundEnhancing Education Through Thoughtful Integration of Large Language Models in Assigned Work
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Thematic scope of workshops offered by the libraries of the top universities
Sapa, R. (2024) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2024.102880 · Cited by 1
Enhancing Math Learning with AI: ChatGPT's Impact on Number Base Conversion Comprehension
Prathigadapa, S., Daud, S. B. M., Hui, B. T. C., & Raju, M. R. T. (2024) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v13-i3/21642 · Cited by 2
“By utilizing ChatGPT's capabilities, educators can design effective multiple-choice questions that cater to formative assessment needs (Rasul et al., 2023).”
BackgroundExploring group concepts in abstract algebra through ChatGPT
Mrope, F. M. (2024) · UNION Jurnal Ilmiah Pendidikan Matematika · doi:10.30738/union.v12i2.17156 · Cited by 9
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Exploration of AI Precision in Higher Education
(2024) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-4074-5.ch011 · Cited by 1
„It's the end of the world as we know it“
Elídóttir, J., & Zophoníasdóttir, S. (2025) · Tímarit um uppeldi og menntun · doi:10.24270/tuuom.2024.33.17 · Cited by 1
Metadata
- Authors
- Rasul, T., Nair, S., Kalendra, D. R., Robin, M., Santini, F. D. O., Ladeira, W. J., Sun, M., Day, I., Rather, R. A., & Heathcote, L.
- Affiliations
- Australian Institute of Business (AU)
- Universidade do Vale do Rio dos Sinos (BR)
- ORCID
- Venue
- Journal of Applied Learning & Teaching
- Publisher
- Open Access Publishing Association
- Published
- 2023-05-11
- Volume
- 6
- Issue
- 1
- ISSN
- 2591-801X (ISSN-L)
- OpenAlex
- W4376139682
- Semantic Scholar
- 9e7cd4ce1ed4b842e8a428c3774bd06ca3a5b769
- Cited by
- 561
- References
- 122
- Citations by year
- 2026: 69 · 2025: 235 · 2024: 209 · 2023: 47
- FWCI
- 131.92
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of Applied Learning & Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › Ethics and Social Impacts of AI
- Keywords
- ChatGPT, generative AI in education, higher education, constructivist learning theory, adaptive learning, personalized feedback, academic integrity, AI evaluation, AI literacy, algorithmic bias, ethical use of AI, graduate competencies
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